Atlanta Public Schools Visual Arts Curriculum 2010-2011 Grades k-8 and High School Visual Art 1

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Unit 1. Art Changes Our Way of Thinking and Seeing (9 Weeks)
Ongoing throughout the year

GRADE 3 VISUAL ARTS

Culminating Project: Installation

Design Focus: Unity and Harmony

• unity and harmony: radial balance (e.g., a mandala); similarity (e.g., consistency and completeness through repetition of colors, shapes, values, textures, or lines); continuity (e.g., treatment of different elements in a similar manner); alignment (e.g., arrangement of shapes to follow an implied axis); proximity (e.g., grouping of related items together)

During the upper elementary years, students become increasingly curious and observant about the world around them. They learn to identify and explore multiple perspectives and interpretations, and to question and consider the issues raised by diverse types of art, including issues of fairness and justice. They should be guided to look past the superficial and readily apparent meaning in an artwork and scrutinize not only what is present but what is missing, thereby analyzing and assessing an artist’s intent. They reason about and express how art concepts and processes are used to clarify meaning in their own work and the work of others. Their growing analytic and evaluative skills are used to examine the contexts in which past and present cultures have made art and investigating how such artworks were made, viewed, and valued. They are prepared to analyze the structure and elements used in a broad range of art forms, and to convey their own ideas and opinions for a variety of purposes and audiences. Making art stimulates thoughtful inquiry and sharpens careful perception, and it becomes increasingly important for students to capture the details that make each thing, event or place both unique in the world and personally relevant to them. Imagination and observation are used to explore and express new ways of thinking and feeling. They continue to routinely reflect on their art making to verbally capture the important parts of their artistic insights. They are encouraged to intermittently revise projects rather than engage in a string of unconnected, one-time art experiences. At this level, there is also an increased interest in technical mastery of various media, and they use a broader range of subject matter and media to make art. Teachers should continue employing guided practice in the use of the creative process, methods and materials, problem solving, and critically responding to art, but also provide increased opportunities for independent practice. Open-ended questions and inquiry should be at the heart of instruction with the explicit teaching and modeling of skills introduced in ways that do not short-circuit the process of inquiry but rather help students identify what is needed to become proficient creators and interpreters of art. Lessons should embody Pink’s six aptitudes: story, design, symphony, play, empathy, and meaning. As a general rule, no more than 30% of instructional time should focus exclusively on the elements and principles; students should be primarily engaged in the creative process of making meaning, with the elements and principles used as tools to this end and the learning of these tools reinforced in the process itself.

Unit 1. Art Changes Our Way of Thinking and Seeing (9 Weeks)

Themes and Concepts

Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Metaphor

Modification and transformation of imagery

Georgia Performance Standards in the Visual Arts for Unit 1

VA3MC.1 Engages in the creative process to generate and visualize ideas.

VA3MC.2 Formulates personal responses to visual imagery.

VA3MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA3CU.2 Views and discusses selected artworks.

VA3PR.1 Creates artworks based on personal experience and selected themes.

VA3PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

VA3PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

VA3AR.1 Discusses his or her artwork and the artwork of others.

VA3AR.2 Uses a variety of approaches to understand and critique works of art.

VA3C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA3C.2 Develops life skills through the study and production of art.

Suggested Activities and Teacher Prompts
Week 1:

Review of 2nd Grade End of Year Learning Unit and 2nd Grade art history images (required)
VTS Writing Pre-Test (required):

Image 1.2 David Turnley. Father and Daughter Playing Guitar. 1986. Color photograph. © David Turnley/CORBIS.
Use a variety of materials, tools, and techniques to respond to artistic challenges

drawing: use a variety of lines and shapes, drawn with pencil and marker, to show transformation of an object from one thing to another in a flipbook; employ one or more techniques from Roukes or SCAMPER to modify and transform an image, discussing how its meaning changes
mixed media: use wax crayons, oil pastels, paint resist, and materials of various textures [e.g. yarn, found objects] to depict a tree or plant above ground, and use the technique of elaboration to depict what is hidden below ground; use the Brandhorst Metaphor Development Worksheet or the Exquisite Corpse Sentence Constructor to generate unusual ideas and depict them in a mixed media artwork
painting: create a watercolor or tempera painting of animals, using color in a non-representational and expressive way
sculpture: use modeling clay to create a series of organic forms that are inspired by nature, such as shells, seed pods, and water-worn stones, and that shows metamorphosis or transformation into another form or figure; decide how to exhibit the final work (on a pedestal, as an installation, below eye level, above eye level, suspend from the ceiling, exhibit by itself or with other artworks made by the class?)

produce a work of art using a computer that demonstrates experimentation with:

compositional elements
computer program icons

Suggested theme: a drawing using paint brush and drawing tool features; select a student to demonstrate use of the computer program; discuss the range of artistic options

Teacher prompts: “How can you make the shapes move more smoothly in your flipbook? Would small or big changes in movement between one page and the next work better to create smoothness?” “What do the roots of a tree or plant look like below the ground? How could you draw a plant and show its roots?”

Ongoing throughout the year:

In your verbal-visual sketchbook, identify and document strengths, interests, and areas for improvement as creators of art (e.g., keep an art journal to record what they think they have done well in their art works, or learned about in their art works, as they complete them; use the strategy of matching word and image to share their feelings about an art work or its creation)

Teacher prompts: “What did you most enjoy doing when making your mask?” “What do you think is the most important thing in your painting?” “How can you explain to a partner why you chose to place that descriptive word or expressive emoticon on the art work?”
Demonstrate an awareness of a variety of works of art and artistic traditions from diverse communities, times, and places

Teacher prompts: “Why do you think people create art work about their communities?” “What is the difference between telling a story in a painting and telling a story with words?” “What stands out for you in this art work?” “Which image do you relate to most? Why?” “What other art works are you reminded of?” “How would the image and message change if they were shown from a different point of view or in another style?”

The following skills are introduced to support artistic development, creative thinking, and meaning making in alignment with this unit’s theme and not as ends-in-themselves:

Uses pattern to imply texture.
Achieves distance through diminishing sizes and placement of objects higher on the page.
Draws lines with varied weights and in varied ways
Uses color to express thoughts feeling and ideas.
Produces prints using mono-printing techniques.
Adapts to change.
Directs own learning.
Demonstrates persistence.

Assessment

Student self-assessment in visual/verbal journal

Teacher assessment: Studio Habits of Mind rubric (high/medium/low)

Artworks for required VTS:

Image 1.1 Carmen Lomas Garza. Curandera (faith healer). Oil on linen mounted on wood, 24 x 32 in. Collection of the Mexican Museum, San Francisco, CA. © 1989 Carmen Lomas Garza. Photo: Wolfgang Dietze.
Image 1.3 David Siqueiros. Peasant Mother. 1962. Museo Nacional de Arte Moderno, Instituto Nacional de Bellas Artes, Mexico City, D.F., Mexico. Photo: Giraudon/Art Resource, NY. © Est. David Alfaro Siqueiros/VAGA, NY, NY.
Image 2.1 Cadzi Cody. Hide Painting depicting the Sun Dance. c. 1880. Elk hide and pigments, 68 x 79 in. The Minneapolis Institute of Arts, Minneapolis. Gift of Bruce B. Dayton.
Image 2.2 Assyria, unknown. Figure of a Tribute Bearer. 8th cent. B.C. Ivory, 5 5/16 x 2 13/16 in. The Metropolitan Museum of Art, Rogers Fund, 1960. (60.145.11) © 1987 The Metropolitan Museum of Art.

Recommended Artists/Artworks:
Recommended Resources:
Advanced students:

Unit II. Art Helps Us Understand Where We Are in Time and Place (9 Weeks)

Themes and Concepts
Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Georgia Performance Standards in the Visual Arts for Unit 2
VA3MC.1 Engages in the creative process to generate and visualize ideas.

VA3MC.2 Formulates personal responses to visual imagery.

VA3MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA3CU.1 Investigates and discovers the personal relationship of artist to community, culture, and world through making and studying art.

VA3CU.2 Views and discusses selected artworks.

VA3PR.1 Creates artworks based on personal experience and selected themes.

VA3AR.1 Discusses his or her artwork and the artwork of others.

VA3AR.2 Uses a variety of approaches to understand and critique works of art.

VA3C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA3C.2 Develops life skills through the study and production of art.

Suggested Activities and Teacher Prompts

Produce two- and three-dimensional works of art that express personal feelings and ideas inspired by the environment or that have the community as their subject

make a symmetrical sculpture of an insect or a flower, using natural materials such as wood, pebbles, dry seedpods, feathers—compare/contrast to images of flora/fauna past and present; collect authentic and/or make “fake” artifacts and display as an archive installation, asking fellow students to experience the installation and discuss how the format of a presentation influences whether we interpret it as fact or fiction
draw a picture depicting a solution to the problem of litter in the community
make a painting of nature, focusing on a feature of personal interest or meaning to themselves
make a picture book that tells a story about people and the time and place in which they work, play, and build their community research classical Greek sculptures of sports figures and contemporary sports sculptures, or the influence of Ancient Greek architecture on buildings in history and in American architecture

Teacher prompt: “Let’s look at how artist Andy Goldsworthy uses natural materials in his art. How can you use the textures and shapes of sticks, leaves, or stones to express your ideas about the natural environment?”
In class discussions or written reports, students identify and describe a variety of visual art forms that they see in their home, at school, in the community, and in visual arts experiences

Examples: original paintings at a community gallery, sculptures in a local park, art reproductions in offices, murals or sculptural monuments in the community, mixed media art works at arts festivals

Teacher prompts: “Where do you see art in our community? Where could you imagine there to be more? What are some of the different roles that the visual arts play in the community?” “What is the difference between original art

works and reproductions?” “Where have you seen art exhibitions in our community? What did you find there? Why do people go to museums and art galleries?”

Ongoing throughout the year:

The following skills are introduced to support artistic development, creative thinking, and meaning making in alignment with this unit’s theme and not as ends-in-themselves:

Demonstrates the additive method using slip and score.
Demonstrates use of the slab method to construct ceramic artwork (uses rollers to make slabs)
Combines constructions skills to create subjective sculpture.
Makes decisions about surface treatment of sculpture.
Produces a textile composition from a variety of methods (weaving, stitchery, batik).
Creates a collage composition from a variety of methods (fiber, paper, found object).
Lines can be used to suggest movement, feelings, sounds, and ideas.
ID the direction of lines: vertical, horizontal, diagonal.
Produces 2-D art work illustrating unity.
Compares and explain descriptive, directional, and expressive lines in artworks.
Explains how texture (implied and actual) is used in art works.
Uses texture to produce contrast
Understands that shapes can make positive or negative space.
Distinguishes between 2-D shapes and 3-D forms
Explain how texture (implied and actual) is used in two-dimensional shapes and three-dimensional forms.

Assessment

Student self-assessment in visual/verbal journal

Teacher assessment: Studio Habits of Mind rubric (high/medium/low)

Artworks for required VTS:

Image 2.3 Limbourg Brothers. November: Acorn Harvest. Très Riches Heures du Duc de Berry. 15th cent. Musée Condé, Chantilly, France. Photo: Giraudon/Art Resource, NY.
Image 3.1 Gabriel Metsu. The Sick Child. c. 1660. Oil on canvas, 13 1/16 x 10 11/16 in. Rijksmuseum, Amsterdam.
Image 3.2 Jacques Emile Blanche. The Painter Thaulow and his children, also known as “The Thaulow Family”. 1885. Oil on canvas, 70 9/10 x 78 4/5 in. Musée d’Orsay, Paris, France. Photo: Giraudon/Art Resource, NY.
Image 3.3 Marisol. The Family. 1962. Painted wood and other materials, overall 6 ft. 10 5/8 x 65 1/2 x 15 1/2 in. The Museum of Modern Art, New York. Advisory Committee Fund. Photograph © 2000 The Museum of Modern Art, New York. ©Marisol/VAGA, NY, NY.
Image 4.1 Walter Rosenblum. Family, Waiting Room, South Bronx. 1980. Black and white photograph. Photograph by Walter Rosenblum.
Image 4.2 Togyokuko. Man in a black robe, lady with child in her lap, before a standing screen. 5 1/4 x 13 3/4 in. Collection of The Newark Museum, George T. Rockwell Collection. Inv.:9.1456. The Newark Museum, Newark, New Jersey. Photo: The Newark
Museum/Art Resource, NY.

Recommended Artists/Artworks:
Recommended Resources:
Advanced students:

III. Art Helps Us Understand Who We Are ( 9 Weeks)

Themes and Concepts

Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Georgia Performance Standards in the Visual Arts for Unit 3
VA3MC.1 Engages in the creative process to generate and visualize ideas.

VA3MC.2 Formulates personal responses to visual imagery.

VA3MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA3CU.1 Investigates and discovers the personal relationship of artist to community, culture, and world through making and studying art.

VA3CU.2 Views and discusses selected artworks.

VA3PR.1 Creates artworks based on personal experience and selected themes.

VA3AR.1 Discusses his or her artwork and the artwork of others.

VA3AR.2 Uses a variety of approaches to understand and critique works of art.

VA3C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA3C.2 Develops life skills through the study and production of art.

Suggested Activities and Teacher Prompts

Express personal feelings and ideas about society, community, art experiences and images

mixed media: a composite image that uses photographs, photocopies, transfers, images, and selected opaque and transparent materials to reflect their self-identity WITHOUT actually depicting themselves (alternative: a mixed-media artwork that shows who they are NOT)
drawing: colored pencils to create a caricature of a celebrity that exaggerates facial features and uses linear shading and cast shadows in a way that makes clear why people are attracted (or not) to this person; produce a mural to express a response to a community celebration, using a variety of lines and shapes; create a poster for an exhibition, using words of different sizes and colors to show their excitement about the event; express thoughts and ideas about an art work while in role as the artist in a peer artist interview

Teacher prompts: “How can you vary the thickness of lines to make your characters stand out from the background?” “How can you use colors to show your feelings about the places in your mural?” “What words will you choose to express your feelings about the exhibition in your poster?” “Using what you know about the artist, and looking carefully at the art work, what might the artist have said about his or her artistic choices?”
Explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work

use Molly Bang’s Picture This
organic shapes to make the monsters look less frightening and more like stuffed animals in Where the Wild Things Are by Maurice Sendak)

Teacher prompts: “What do you think this painting is about? What elements has the artist used to make the painting’s message clear?” “What design elements has Sendak used on this book’s cover? How have images, shapes, colors, and the letters of words been arranged on the cover to send a clear message?”
Demonstrate an awareness of the meaning of signs and symbols encountered in their daily lives and in works of art

fonts or logos that remind them of specific companies, messages, or moods
the meaning of animals such as the orca in Aboriginal clan symbols or the Inukshuk in Aboriginal art, or the use of an animal in different ad campaigns

Teacher prompts: “Where have you seen this symbol before? What makes it eye-catching?” “Why do companies create logos?” “How many examples can you think of where the same animal represents different ideas or emotions?” “How can you draw letters that suggest the mood or content of a story or movie?”

Ongoing throughout the year:

The following skills are introduced to support artistic development, creative thinking, and meaning making in alignment with this unit’s theme and not as ends-in-themselves:

Describes intermediate colors as red-orange, yellow-orange, yellow-green, blue-green, blue-violet, and red-violet.
Mixes and use secondary and intermediate colors in art work.
Identifies complementary colors.
Identifies tints and shades of colors and use them in a work of art.
Recognizes value as the lightness and darkness of a color
Recognizes the division of pictures as foreground, middle ground and background and use it in a work of art.
Recognize and compare symmetrical and asymmetrical balance in artworks.

Assessment

Student self-assessment in visual/verbal journal

Teacher assessment: Studio Habits of Mind rubric (high/medium/low)

Artworks for required VTS:

Image 4.3 Egypt, unknown. The Royal Family (Akhenaten). From Tell el-Amarna. c. 1345 B.C. Limestone, 12 3/4 x 15 1/4 x 1 9/16 in. Aegyptisches Museum, Staatliche Museen, Berlin, Germany. Photo: Vanni/Art Resource, NY.
Image 5.1 Paul Gauguin. Breton Girls Dancing, Pont-Aven. 1888. Oil on canvas, 28 3/4 x 36 1/2 in. National Gallery of Art, Washington DC. Collection of Mr. and Mrs. Paul Mellon. © 2000 Board of Trustees, National Gallery of Art, Washington DC.
Image 5.2 Lewis Watts. Martin Luther King Way, West Oakland. 1993. Photograph. © Lewis Watts. Reproduction of this image in any form is prohibited without permission of the photographer.
Image 5.3 Ben Shahn. Liberation. 1945. Tempera on cardboard mounted on composition board, 29 3/4 x 40 in. The Museum of Modern Art, New York. James Thrall Soby Bequest. Photograph © 2000 The Museum of Modern Art, New York. © Est. Ben Shahn/VAGA, NY, NY.
Image 6.1Doris Ulmann. Cheevers Meadows and His Daughters. c. 1933. Photograph. Doris Ulmann Collection, Division of Special Collections and University Archives, University of Oregon Library System.
Image 6.2 Maria Bashkirtseff. A Meeting. 1884. Oil on canvas, 74 15/16 x 68 15/16 in. Musée d’Orsay, Paris, France. Photo: Giraudon/Art Resource, NY.

Recommended Artists/Artworks:
Recommended Resources:
Advanced students:

IV. Art helps us organize ourselves in sharing the planet (Culminating Project) March/April/May 8 -10 Class Sessions

Themes and Concepts

Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Georgia Performance Standards in the Visual Arts for Unit 4
VA3MC.1 Engages in the creative process to generate and visualize ideas.

VA3MC.2 Formulates personal responses to visual imagery.

VA3MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA3CU.1 Investigates and discovers the personal relationship of artist to community, culture, and world through making and studying art.

VA3CU.2 Views and discusses selected artworks.

VA3PR.1 Creates artworks based on personal experience and selected themes.

VA3PR.4 Participates in appropriate exhibition(s) of artworks.

VA3AR.1 Discusses his or her artwork and the artwork of others.

VA3AR.2 Uses a variety of approaches to understand and critique works of art.

VA3C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA3C.2 Develops life skills through the study and production of art.

VTS Writing Post-Test (required)

Image 1.2 David Turnley. Father and Daughter Playing Guitar. 1986. Color photograph.

© David Turnley/CORBIS.

Culminating Project (required) ( April/May; see below; Lesson plan with rubric to be provided)
Dividing the class into groups; each group selects, discusses, researches an important topic around which they will create an interactive installation that addresses environmental awareness by showing the interconnectedness of ecosystems, cultures, etc.
See Culminating Project Packet for Recommended Resources and Artists
Targeted Life Skills

Manages goals and time.
Works in teams.
Guides and leads others.

Artworks for required VTS:

Image 6.3 Flip Schulke. Martin Luther King Jr. Eating with his Family. Black and white photograph. © Flip Schulke/CORBIS.
Image 7.1 Greece, unknown. Two Boxers. Fresco from Thera (Santorini). Minoan, 13^th cent. B.C. National Archaeological Museum, Athens, Greece. Photo: Nimatallah/Art Resource, NY.
Image 7.2 Gordon Parks. Children on Harlem Street. 1943. Photograph. © Corbis.
Image 7.3 Unidentified. The Stephens Children. Oil on canvas, 63 1/4 x 51 1/8 in. Smithsonian American Art Museum, Gift of Amelia R. Lowther.

Interdisciplinary Connections by GPS

Math GPS

Geometric Figures

M3G1 Students will further develop their understanding of geometric figures by drawing them. They will also state and explain their properties.

a. Draw and classify previously learned fundamental geometric figures as well as scalene, isosceles, and equilateral triangles.
b. Identify and explain the properties of fundamental geometric figures.
c. Examine and compare angles of fundamental geometric figures.
d. Identify the center, diameter, and radius of a circle.
Art & Math Connection

M3P4 Students will make connections among mathematical ideas and to other disciplines.

Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.

Language Arts GPS

Looking At & Talking About Works of Art

ELA3LSV1 The student uses oral and visual strategies to communicate. The student

a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
b. Recalls, interprets, and summarizes information presented orally.
c. Uses oral language for different purposes: to inform, persuade, or entertain.

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student

a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions to improve comprehension.
d. Distinguishes fact from opinion.
e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.
f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.
g. Summarizes text content.
h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
i. Makes connections between texts and/or personal experiences.
j. Identifies and infers main idea and supporting details.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).
o. Uses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text.
p. Recognizes the author’s purpose.
q. Formulates and defends an opinion about a text.
r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.
ELA3W1 The student demonstrates competency in the writing process. The student

a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length.
d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers).
f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect.
g. Begins to develop characters through action and dialogue.
h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot.
i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience.
j. Uses a variety of resources to research and share information on a topic.
k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment.
l. Writes a persuasive piece that states a clear position.

Creating Illustrations & Narrative Artwork

ELA3W2 The student begins to write in a variety genres, including narrative, informational, persuasive, and response to literature.

Critical Component: The student produces a narrative that:
a. Captures a reader's interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view.
b. Sustains a focus.
c. Includes the appropriate purpose, expectations, and length for the audience and genre.
d. Uses sensory details and other literary language to communicate setting, characters, and plot.
e. Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases, time cue words, and sequence of events).
f. Develops characters through action and dialogue.
g. Provides a sense of closure.
Critical Component: The student produces informational writing (e.g., procedures, report, correspondence) that:

a. Captures a reader's interest by setting a purpose and developing a point of view.
b. Sustains a focused topic.
c. Includes the appropriate purpose, expectations, and length for the audience and the genre.
d. Includes relevant examples, facts, anecdotes, and details.
e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers).
f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.
g. Provides a sense of closure.
Critical Component: The student produces a persuasive piece of writing that:

a. Captures a reader's interest by stating a clear position/opinion and developing a point of view.
b. Sustains a focus.
c. Includes the appropriate purpose, expectations, and length for audience and the genre.
d. Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes.
e. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie and book reviews).
f. Provides a sense of closure. .
Critical Component: The student produces a response to literature that:

a. Captures a reader's interest by developing a point of view.
b. Demonstrates understanding of the text, formulates an opinion, and supports a judgment.
c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant details from the reading selection.
d. Uses appropriate organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text).
e. Provides a sense of closure.

Social Studies GPS

Symbols of Democracy

SS3CG1 The student will explain the importance of the basic principles that provide the foundation of a republican form of government.

a. Explain why in the United States there is a separation of power between branches of government and levels of government.
b. Name the three levels of government (national, state, local) and the three branches in each (executive, legislative, judicial), including the names of the legislative branch (Congress, General Assembly, city commission or city council).
c. State an example of the responsibilities of each level and branch of government.
Historical Portraits

SS3CG2 The student will describe how the historical figures in SS3H2a display positive character traits of cooperation, diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of authority.
Landscapes in America

SS3G1 The student will locate major topographical features of the United States of America.

a. Identify major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson.
b. Identify major mountain ranges of the United States of America: Appalachian, Rocky.

SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

Greek History

SS3H1 The student will explain the political roots of our modern democracy in the United States of America.

a. Identify the influence of Greek architecture (Parthenon, U. S. Supreme Court building), law, and the Olympic Games on the present.

Historical Portraits

SS3H2 The student will discuss the lives of Americans who expanded people's rights and freedoms in a democracy.

Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women's rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (workers' rights).

Science GPS
Observing the World

S3CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Keep records of investigations and observations and do not alter the records later.
b. Offer reasons for findings and consider reasons suggested by others.
c. Take responsibility for understanding the importance of being safety conscious.
Clay as an Art Medium

S3E1 Students will investigate the physical attributes of rocks and soils.

a. Explain the difference between a rock and a mineral.
b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness).
c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand).
d. Determine how water and wind can change rocks and soil over time using observation and research.
Georgia Landscapes

S3L1 Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.

a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
Recycled Art

S3L2 Students will recognize the effects of pollution and humans on the environment.

a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.
b. Identify ways to protect the environment.

Conservation of resources

Recycling of materials

Grade 2 Visual Arts

Design Principle: Repetition and Rhythm

• repetition and rhythm: repetition of color and shape in patterns; random, alternating, and regular patterns in everyday objects (e.g., textiles, ceramics) and in art (e.g., works by M. C. Escher)

Culminating Project, ”My Beautiful Garden”

Required Art History: Monet’s haystacks and water lilies; Van Gogh’s sunflowers, landscapes
Early Elementary (Grade K-2):

Young children are lively, enthusiastic explorers and it is especially important to engage them in open-ended, hands on activities that allow them to handle and experiment with a variety of materials. During this period, they are introduced to the foundational knowledge and skills that they will need to learn in and through the visual arts. Their environment should be safe and inviting, one that rewards risk and unanticipated discovery and that provides plentiful opportunities for child-initiated individual expression. It should engage them in a wide range of art activities allowing them the freedom to make independent choices based on personal observations, preference, experiences, and background knowledge. As part of their artistic development, they are encouraged to intermittently revise projects rather than engage in a string of unconnected, one-time art experiences. Their artwork captures the sensory and physical aspects of their insights, expressing the movement, feeling and tactile qualities of animals, places and people. They form ideas by telling visual stories through their art. They often combine observations with inner worlds of fantasy, an important source of inspiration and imaginative inquiry. They begin forming complex visual ideas by the end of Grade 2, by which time they should be well practiced in ongoing reflection to verbally capture the important qualities of the stories, thoughts, feelings, and insights expressed in their artwork. Materials which limit students to assembling stereotyped images by following rote, unvarying procedures, such as coloring-in activities or assembling pre-cut turkeys at Thanksgiving, have no place in a quality visual arts program; they limit opportunities for genuine self-expression, choice-making, skill-development, problem solving, and creative inquiry. Teachers should employ guided practice in the use of the creative process, methods and materials, and critical thinking, which includes explicitly modeling not just motor skills and procedures (the “how to”) but also publically displaying both the rationale and mental process of choice making, problem solving, inquiry, etc. (the “know-how” and the “know-why”). Lessons should embody Pink’s six aptitudes: story, design, symphony, play, empathy, and meaning.

Unit 1.) Art Changes Our Way of Thinking and Seeing.

August/September/October 8 -10 Class Sessions

THEMES/CONCEPTS
Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Georgia Performance Standards in the Visual Arts for Unit 1
VA2MC.1 Engages in the creative process to generate and visualize ideas.

VA2MC.2 Formulates personal responses.

VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA2CU.2 Views and discusses selected artworks.

VA2PR.1 Creates artworks based on personal experience and selected themes.

VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

VA2PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

VA2AR.1 Discusses his or her artwork and the artwork of others.

VA2AR.2 Uses a variety of approaches to understand and critique works of art.

VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA2C.2 Develops life skills through the study and production of art.

Suggested Activities and Teacher Prompts
VTS Writing Pre-Test (required)

Image 2.1 Winslow Homer. Snap the Whip. 1872. Oil on canvas, 22 x 36 in. The Butler Institute of American Art, Youngstown, Ohio.

Review of 1st Grade End of Year Learning Unit and 1st grade art history images; Review identification of primary and secondary colors (required)
Produce works of art that express feelings and that encourage experimentation with media and ideas

• painting: Produce a painting that demonstrates personal observations about a place while also demonstrating control of paint media using various Brushes, basic organization of space, and experimentation with mixing colors. Suggested theme: an experience in the community. Refer to artists such as Jacob Lawrence, John Sloan, and Carmen Lomas Garza, and picture-book illustrator Jerry Pinkney. Demonstrate the various ways that paints and brushes can be used:

paint – thick, thin
strokes – long, short, curved
colors – light, dark, dull, bright
shapes – big, small, layered

• drawing: produce a drawing that demonstrates experimentation with various drawing tools such as, oil pastels, pencils, colored pencils, crayons in the drawing, and that uses of varied lines and colors to convey expression. Suggested theme: a family portrait with attention to physical features. Share the work of artists such as Käthe Kollwitz and illustrator Trina Schart Hyman. Discuss how artists express themselves; note the use of different mediums, and the effects of black and white, and color.

• printmaking: produce a print that demonstrates a basic technique such as stamping, rubbing, and collograph printing that shows textures, colors and shapes; repeat the print technique to make an imaginary person, place or animal; discuss the use of textured surfaces in the work of Sam Gilliam. Examine Jasper John’s and Robert Rauschenberg’s use of rubbings with regard to texture and materials.

• mixed media: use acrylic paint over textured materials [e.g., burlap, cardboard] to make expressive organic shapes, using a combination of traditional techniques [blending, glazing, sgraffito, scumbling, impasto] and experimental techniques [use of sponges, fingers, sticks, twigs, feathers, masking tape]
Demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic

use repetition of color throughout an image that communicates a story
create a painting or series of stamp prints, showing depth, perspective, and contrast of pattern by overlapping fish and vegetation of different sizes and shapes

Teacher prompt: “When you overlap these shapes, which one looks farthest away? How can you arrange and place shapes of different sizes throughout your pattern to make a more varied image?”
Use elements of design in art works to communicate ideas, messages, and understandings

use tints of a color to create light areas for emphasis in a collaborative mural of favorite places in the neighborhood
use a simple action pose to modify form in a sculpture of a pet or other animal made with modeling clay

Teacher prompts: “How can you use color and arrangement in the images and pictures in the mural to emphasize the most important personal landmarks along the way to school?” “If you want to make this painting ’feel’ like a hot summer day, what kinds of colors would you need to repeat?” “How could you use squeezing, pinching, and pulling techniques to make the legs and head of the sculpture of the pet look as if they were moving?”

The following skills are introduced to support artistic development, creative thinking, and meaning making in alignment with this unit’s theme and not as ends-in-themselves:

Produces landscape with foreground, middle ground, background.
Creates landscape with use of horizon line
Uses overlapping
Achieving distance through diminishing sizes and placement of objects higher on the page
Cuts shapes with scissors without drawing them first
Draw objects from direct observation
Uses color to express thoughts feeling and ideas.
Mixes tints and shades
Produces prints using stamps and stamping techniques.
Produces prints using mono-printing.
Constructs prints using relief techniques

Assessment

Student self-assessment in visual/verbal journal

Teacher assessment: Studio Habits of Mind rubric (high/medium/low)

Images for required VTS:

Image 1.1 Mary Cassatt. The Child’s Bath. 1893. Oil on canvas, 39 1/2 x 26 in. The Art Institute of Chicago. Robert A. Waller Fund, 1910.2. © 2000 The Art Institute of Chicago. All Rights Reserved.
Image 1.2 Maria Izquierdo. Family Portrait (Mis Sobrinos). Museo Nacional de Arte Moderno, Instituto National de Bellas Artes, Mexico City, D.F., Mexico. Photo: Schalkwijk/Art Resource, NY.
Image 2.2 Philip Evergood. Sunny Side of the Street. 1950. Egg-oil varnish emulsion with marble dust and glass on canvas, 50 x 36 1/4 in. In the Collection of the Corcoran Gallery of Art, Washington, DC. Museum Purchase, Anna E. Clark Fund. 51.17.
Image 3.1 Norman Rockwell. The Stay at Homes (Outward Bound). 1927. Oil on canvas, 39 1/4 x 32 1/2 in. The Norman Rockwell Museum at Stockbridge. Printed by permission of the Norman Rockwell Family Trust. ©2000 the Norman Rockwell Family Trust. Photo courtesy of The Norman Rockwell Museum at Stockbridge.
Image 3.2 Garin Baker. Waiting for the Train. 1986. Oil on linen, 30 x 40 in. © Garin Baker.
Image 4.1 Diego Rodriguez Velazquez. Prince Balthasar Carlos on Horseback. 1635. Oil on canvas, 82 1/16 x 68 1/16 in. Museo del Prado, Madrid, Spain. Photo: Scala/Art Resource, NY.

2.) Art Helps Us Organize Ourselves in Sharing the Planet.

October/November/December 8 -10 Class Sessions

Themes and Concepts
Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Georgia Performance Standards in the Visual Arts for Unit 2
VA2MC.1 Engages in the creative process to generate and visualize ideas.

VA2MC.2 Formulates personal responses.

VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA2CU.2 Views and discusses selected artworks.

VA2PR.1 Creates artworks based on personal experience and selected themes.

VA2AR.1 Discusses his or her artwork and the artwork of others.

VA2AR.2 Uses a variety of approaches to understand and critique works of art.

VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA2C.2 Develops life skills through the study and production of art.

Suggested Activities and Teacher Prompts
Produce two- and three-dimensional works of art that express feelings and ideas inspired by activities in their community or observations of nature

collage: a streetscape collage with children playing, made with paint, pastel, and various kinds of paper [newspaper, magazines]
print making: small glue-line prints in which a variety of curvy and pointy lines show illusory texture or represent a pattern they have seen on insects in the schoolyard or garden
drawing: make marker or colored-pencil drawings of trees that are close and far away, using contrasts in size and placement on the paper to show depth of space, and basing the drawings on observations of real trees and trees in a variety of art works [e.g., works by Emily Carr or Tom Thomson]
diorama: after brainstorming, produce a diorama that depicts an different ways people interact with nature and the environment

Teacher prompts: “Let’s look at how collage is used to show aspects of community in Snowballs by Lois Ehlert, The Snowy Day by Ezra Keats, or The Block by Romare Bearden. What kinds of details can you see? What materials in these images might you like to use in your neighborhood collage?” “How can you use a variety of diagonal, vertical, and horizontal lines to show the patterns and body parts on the insect?”

The following skills are introduced to support artistic development, creative thinking, and meaning making in alignment with this unit’s theme and not as ends-in-themselves:

Demonstrates the additive method using slip and score.
Demonstrates use of the slab method to construct ceramic artwork (use rollers to make slabs)
Wedges clay
Constructs by cutting folding, inserting with or without glue
Produces relief sculpture with paper mache or tissue paper and glue.
Uses a variety of art materials and techniques to model, construct, and compose original artworks.
Produces a textile composition from a variety of methods (weaving, stitchery, batik)..
Produces a collage composition from a variety of methods (fiber, paper, found object).
Lines can move diagonally, vertically, horizontally or in a circular path. Differentiates horizontal, vertical, diagonal, and curving/circular lines; understands curved lines are more often found in nature; straight lines in the human environment.
Uses lines to show rhythm and movement.

Assessment

Student self-assessment in visual/verbal journal

Teacher assessment: Studio Habits of Mind rubric (high/medium/low)

Images for required VTS:

Image 4.2 Francis Blackbear Bosin. Prairie Fire. c. 1953. Gouache on brown paper. Museum Purchase, The Philbrook Museum of Art, Tulsa, Oklahoma. Museum Purchase.
Image 5.1 Georges Seurat. The Circus. 1891. Oil on canvas. Musée d’Orsay, Paris, France. Photo: Giraudon/Art Resource, NY.
Image 5.2 Allan Rohan Crite. Parade on Hammond Street. 1935. Oil on canvas board, 17 7/8 x 23 7/8 in. The Phillips Collection, Washington, DC.
Image 6.1 Nik Wheeler. Children Playing on a Slide. Color photograph. © Nik Wheeler/CORBIS.

Recommended Artists/Artworks:
Recommended Resources:
Advanced students:

3.) Art Helps Us Understand Where We Are in Time and Place.

January/February/March 8 -10 Class Sessions

THEMES/CONCEPTS
Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Georgia Performance Standards in the Visual Arts for Unit 3
VA2MC.1 Engages in the creative process to generate and visualize ideas.

VA2MC.2 Formulates personal responses.

VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA2CU.1 Identifies artists as creative thinkers who make art and share their ideas.

VA2CU.2 Views and discusses selected artworks.

VA2PR.1 Creates artworks based on personal experience and selected themes.

VA2AR.1 Discusses his or her artwork and the artwork of others.

VA2AR.2 Uses a variety of approaches to understand and critique works of art.

VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA2C.2 Develops life skills through the study and production of art.

Suggested Activities and Teacher Prompts

painting: make a tempera painting depicting friends playing playground games, using a limited palette of colors
printmaking: make a print of a motif for a storybook about dinosaurs, using polystyrene plate stamps or modeling-clay imprints of dinosaurs and plants
sculpture: make insect shapes and habitat features, using wood, twigs, raffia, corn husks, and other natural materials, to explore science concepts; discuss the artwork of Mark Dion
bookmaking: Produce an accordion book composed of letters, numbers, and simple geometric shapes that demonstrates experimentation with primary and secondary colors, rectilinear and curved shapes, a variety of lines and textures, and contrast through rhythmic patterns. Examine the work of artists such as Robert Indiana and Jasper Johns that incorporates numbers and letters. Discuss the design

Teacher prompts: “What materials could you use for building your bugs? How could you hold the parts together?” “How will the mood of the print change if you print it on different kinds of paper (bond, construction, newspaper, giftwrap) or colors of paper (warm, cool)?”

The following skills are introduced to support artistic development, creative thinking, and meaning making in alignment with this unit’s theme and not as ends-in-themselves:

Distinguished between the textures of materials such as fabric, yarn, paper, clay, and found objects
Produces actual (tactile) and implied (visual) textures
Uses warm/cool colors
Understands color is always surrounded by other color and that color can affect the mood of a work of art.
Mixes colors to create specific new ones (Tints/shades) and recognizes them in other artists’ work.
Identifies value as the lightness or darkness of a color.
Explores a variety of media such as paper, clay, wood and found objects to create sculpture and 3-D art.
Repeats shapes to make a pattern.
Balances shapes/forms radially, symmetrically and asymmetrically; identifies types of balance in artworks and in nature.
Uses geometric and non-geometric shapes and forms in artwork
Demonstrate how artists use spatial techniques such as overlapping, size, and placement of shapes to produce visual depth

Assessment

Student self-assessment in visual/verbal journal

Teacher assessment: Studio Habits of Mind rubric (high/medium/low)

Images for required VTS:

Image 6.2 Faith Ringgold. Dancing at the Louvre. 73 1/2 x 80 1/2 in. Private Collection. Faith Ringgold © 1991.
Image 7.1 Norman Rockwell. Triple Self-Portrait. 1960. From The Saturday Evening Post, February 1960. Oil on canvas, 44 1/2 x 34 3/4 in. The Norman Rockwell Museum at Stockbridge. © 1960 The Curtis Publishing Company. Photo courtesy of The Norman Rockwell
Museum at Stockbridge.
Image 7.2 Palmer Hayden. The Janitor Who Paints. c. 1937. Oil on canvas, 39 1/8 x 32 7/8 in. Smithsonian American Art Museum, Gift of the Harmon Foundation. © Miriam A. Hayden Estate.
Image 8.1 Adelaide Labille Guiard. Self-Portrait with Two Pupils, Mademoiselle Marie Gabrielle Capet and Mademoiselle Carreaux de Rosemond. Oil on canvas, 83 x 59 1/2 in. The Metropolitan Museum of Art, Gift of Julie A. Berwind, 1953. (53.225.5) Photograph ©
1980 The Metropolitan Museum of Art.
Image 8.2 Okajuma Toyohiro. Four Accomplishments No. 1. 19th cent. Oil on canvas. Courtesy of the Freer Gallery of Art, Smithsonian Institution, Washington, DC. F1903.57.
Image 9.1 Gaston Phébus. Hunter and Dogs Pursuing Fallow Deer, from Livre de la Chasse, Ms. 27, fol. 81v (detail). about 1430 - 1440. Tempera colors, gold paint, silver paint, and gold leaf on parchment bound between pasteboard covered with red morocco, 10 3/8 x 7 1/4 in. The J. Paul Getty Museum, Los Angeles.

Recommended Artists/Artworks:
Recommended Resources:
Advanced students:

4.) Art Helps Us Understand Who We Are. (Culminating Project)

March/April/May 8 -10 Class Sessions

Themes/Concepts
Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Georgia Performance Standards in the Visual Arts for Unit 4
VA2MC.1 Engages in the creative process to generate and visualize ideas.

VA2MC.2 Formulates personal responses.

VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA2CU.2 Views and discusses selected artworks.

VA2PR.1 Creates artworks based on personal experience and selected themes.

VA2PR.4 Participates in appropriate exhibition(s) of artworks.

VA2AR.1 Discusses his or her artwork and the artwork of others.

VA2AR.2 Uses a variety of approaches to understand and critique works of art.

VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA2C.2 Develops life skills through the study and production of art.

VTS Writing Post-Test (required)

Image 2.1 Winslow Homer. Snap the Whip. 1872. Oil on canvas, 22 x 36 in. The Butler Institute of American Art, Youngstown, Ohio.

Culminating Project (required)

Given the opportunity to plan and complete a project, students will apply artistic elements, principles, and technical skills to create a painting that conveys feelings.
Students will be able to analyze and provide a written response to their painting, describing how colors are mixed and the moods and feelings colors can express.
Students will demonstrate an understanding of repetition of color and shape in patterns

See Culminating Project Packet for Recommended Resources and Artists

Images for required VTS:

Image 9.2 Tibet, unknown. Arhat - Upasaka Dharmatala. 1500-1599. Ground mineral pigment, fine gold line on cotton, 32 x 21 3/4 in. Collection of Shelley & Donald Rubin Foundation, New York.
Image 10.1 Edgar Degas. School of Ballet. 1873. Oil on canvas, 18 3/4 x 24 1/2 in. In the Collection of The Corcoran Gallery of Art, Washington, DC. William A. Clark Collection. 26.74.
Image 10.2 Henri Rousseau. The Football Players (Les Jouers de football). 1908. Oil on canvas, 39 1/2 x 31 5/8 in. The Solomon R. Guggenheim Museum, New York. Photograph by David Heald © The Solomon R. Guggenheim Foundation, New York.

Interdisciplinary Connections by GPS

Math GPS

Venn Diagrams

M2D1 Students will create simple tables and graphs and interpret their meaning.

a. Organize and display data using picture graphs, Venn diagrams, bar graphs, and simple charts/tables to record results.
b. Know how to interpret picture graphs, Venn diagrams, and bar graphs.
Plane and Solid Geometric Figures

M2G2 Students will describe and classify solid geometric figures (prisms, cylinders, cones, and spheres) according to such things as the number of edges and vertices and the number and shape of faces and angles.

Recognize the (plane) shapes of the faces of a geometric solid and count the number of faces of each type.
b. Recognize the shape of an angle as a right angle, an obtuse angle, or an acute angle.

Science GPS

Observing Nature

S2CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.

S2E1 Students will understand that stars have different sizes, brightness, and patterns.

a. Describe the physical attributes of stars—size, brightness, and patterns.
Observing Nature (Landscapes)

S2E2 Students will investigate the position of sun and moon to show patterns throughout the year.

a. Investigate the position of the sun in relation to a fixed object on earth at various times of the day.
b. Determine how the shadows change through the day by making a shadow stick or using a sundial.
c. Relate the length of the day and night to the change in seasons (for example: Days are longer than the night in the summer.)
d. Use observations and charts to record the shape of the moon for a period of time.
Animals in Art

S2E3 Students will observe and record changes in their surroundings and infer the causes of the changes.

a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people.

S2L1 Students will investigate the life cycles of different living organisms. Teacher note: Instruct students not to touch wild plants and animals when they observe them. Always wash hands after handling any plants or animals. Caution students not to eat wild plants they find.

Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
b. Relate seasonal changes to observations of how a tree changes throughout a school year.
c. Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.
d. Identify fungi (mushrooms) as living organisms

Social Studies GPS

Portraits

The student will identify the roles of the following elected officials:

a. President (leader of our nation)
b. Governor (leader of our state)
c. Mayor (leader of a city)
Historical Places

SS2CG4 The student will demonstrate knowledge of the state and national capitol buildings by identifying them from pictures and capitals of the United States of America (Washington, D.C.) and the state of Georgia (Atlanta) by locating them on appropriate maps.
Georgia Landscapes

SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface.

a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.
b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint.
Cherokee Culture

The student will describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Creeks and Cherokees.

a. Identify specific locations significant to the life and times of each historic figure on a political map.
b. Describe how place (physical and human characteristics) had an impact on the lives of each historic figure.
c. Describe how each historic figure adapted to and was influenced by his/her environment.
d. Trace examples of travel and movement of these historic figures and their ideas across time.
e. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live.
Georgia History

SS2H1 The student will read about and describe the lives of historical figures in Georgia history.

a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).
Creek & Cherokee Culture

SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.

a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.
b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.
Language Arts GPS

Looking At & Talking About Works of Art

ELA1LSV1 The student uses oral and visual strategies to communicate. The student

a. Follows three-part oral directions.
b. Recalls information presented orally.
c. Responds appropriately to orally presented questions.
d. Increases vocabulary to reflect a growing range of interests and knowledge.
f. Uses complete sentences when speaking.
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student

Elements:

a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g., beginning middle- end, setting, characters, problems, events, resolution) of a read-aloud or independently read text.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text read or heard.
k. Begins to use dictionary and glossary skills to determine word meanings.
l. Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts.
m. Recognizes and uses graphic features and graphic organizers to understand text.

Creating Illustrations & Narrative Artwork

ELA1W1 The student begins to demonstrate competency in the writing process. The student

a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.

ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.

Elements:

Critical Component: The student produces a narrative that:
a. Begins to capture a reader's interest by writing a personal story.
b. Begins to maintain a focus.
c. Adds details to expand a story.
e. Begins to develop characters and setting through dialogue and descriptive adjectives.
f. Begins to develop a sense of closure.
Critical Component: The student produces informational writing that:

a. Begins to capture a reader's interest.
b. Stays on one topic and begins to maintain a focus.
c. Adds details to expand a topic.
d. Begins to use organizational structures (steps , chronological order) and strategies (description).
Critical Component: The student produces a response to literature that:

a. Captures a reader's interest by stating a position/opinion about a text.
b. Begins to demonstrate an understanding of the text through oral retelling, pictures, or in writing.
c. Makes connections: text-to-self, text-to-text, text-to-world.
d. Begins to use organizational structures (beginning, middle, and end with details from the text).
e. May have a sense of closure.

Grade 1 Visual Arts

Design Principle: Variety

Culminating Project: A Street in My Neighborhood

Required Art History: Monet’s haystacks and water lilies; Van Gogh’s sunflowers, landscapes
Early Elementary (Grade K-2):

Young children are lively, enthusiastic explorers and it is especially important to engage them in open-ended, hands on activities that allow them to handle and experiment with a variety of materials. During this period, they are introduced to the foundational knowledge and skills that they will need to learn in and through the visual arts. Their environment should be safe and inviting, one that rewards risk and unanticipated discovery and that provides plentiful opportunities for child-initiated individual expression. It should engage them in a wide range of art activities allowing them the freedom to make independent choices based on personal observations, preference, experiences, and background knowledge. As part of their artistic development, they are encouraged to intermittently revise projects rather than engage in a string of unconnected, one-time art experiences. Their artwork captures the sensory and physical aspects of their insights, expressing the movement, feeling and tactile qualities of animals, places and people. They form ideas by telling visual stories through their art. They often combine observations with inner worlds of fantasy, an important source of inspiration and imaginative inquiry. They begin forming complex visual ideas by the end of Grade 2, by which time they should be well practiced in ongoing reflection to verbally capture the important qualities of the stories, thoughts, feelings, and insights expressed in their artwork. Materials which limit students to assembling stereotyped images by following rote, unvarying procedures, such as coloring-in activities or assembling pre-cut turkeys at Thanksgiving, have no place in a quality visual arts program; they limit opportunities for genuine self-expression, choice-making, skill-development, problem solving, and creative inquiry. Teachers should employ guided practice in the use of the creative process, methods and materials, and critical thinking, which includes explicitly modeling not just motor skills and procedures (the “how to”) but also publically displaying both the rationale and mental process of choice making, problem solving, inquiry, etc. (the “know-how” and the “know-why”). Lessons should embody Pink’s six aptitudes: story, design, symphony, play, empathy, and meaning.

Unit 1.) Art Changes Our Way of Thinking and Seeing.

August/September/October 8 -10 Class Sessions

THEMES/CONCEPTS
Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Georgia Performance Standards in the Visual Arts for Unit 1

Suggested Activities and Teacher Prompts
VTS Writing Pre-Test (required):

Image 1.1 Edward Hicks. The Peaceable Kingdom. c. 1840-45. Oil on canvas, 18 x 24 1/8

in. Brooklyn Museum of Art, Dick S. Ramsay Fund

Produce works of art that express feelings and that encourage experimentation with media and ideas use a variety of materials, tools, and techniques to respond to artistic challenges

• drawing: use wax crayon or oil pastel lines on colored paper to express their responses to different kinds of music or rhythm

• mixed media: use torn paper and textured materials to create a landscape collage of a playground that includes a horizon line

• painting: create paint resists that are made with wax crayon on paper, using rubbing plates that have a variety of textures [e.g., bumpy, wavy] to create imaginary creatures inspired by the artistic style of Eric Carle

• printmaking: use cut sponge or cardboard and paint stamping to make a pattern of geometric and organic shapes

• sculpture: use glued or taped scrap wood to build a wood block sculpture of an imaginary geometric machine)

Teacher prompts: “When you hear the drumbeat in the music, think about how you could show the beat with different kinds of lines.” “What techniques or tools can you use to make the texture (e.g., wood bark) look real on your paper?” “How can you move the pieces in your sculpture to make different openings or spaces in it?”
Express their feelings and ideas about art works and art experiences

describe feelings evoked by the use of colors in the painting Inside the Sugar Shack by Miyuki Tanobe or The Starry Night by Vincent van Gogh
use drama to respond to a community art work viewed during a neighborhood walk
describe the ways in which an artist’s representation of an event relates to their own experiences

Teacher prompts: “Why might someone want to visit this place? If you could take a walk in this picture, where would you go?” “Where would you place yourself if you were in this picture? Who might live or work here?” “What story does this art work tell?”

Ongoing throughout the year

Identify and document their strengths, their interests, and areas for improvement as creators of art (e.g., discuss what they think is good about works in their art folder during conferences with their teacher; do a think-pair-share on their favorite part of one of their art works)

Teacher prompts: “Tell me something you like about your art work. What did you want to express in it?” “Close your eyes. When you open them, tell me the first place your eye goes. What did you put in that part of the image so your eye will go there? What part would you change if you could?” “What other details can you add to your sculpture to make it look as if it is moving? What did you learn from your work?”

The following skills are introduced to support artistic development, creative thinking, and meaning making in alignment with this unit’s theme and not as ends-in-themselves:

Draw from memory, imagination and observation.
Uses overlapping to create depth.
Identify lines as outlines or edges of shapes and forms.
Identify line quality: straight, curved, dotted, broken, wavy, scallop, spiral, zig-zag
Lines can be made from different materials: draw, cut, sew, glue.
Identify primary colors & secondary colors
Mix two primary colors to make a secondary color
Identify black, white brown and gray are neutral colors
Mixes with black and/or white to make all other colors
Describes colors as bright, dull, light and dark
Shapes are made when a line touches or closes itself.
Shapes have two dimensions: height and width. Identify shapes as flat and forms as not flat.
Shapes can be found in nature or made by humans. Differentiate between geometric shapes and organic shapes.
Identify patterns that repeat.
Explores printmaking using a variety of stamping techniques.
Uses an awareness of form, pattern and texture to create a variety of print art.

Assessment

Student self-assessment in visual/verbal journal

Teacher assessment: Studio Habits of Mind rubric (high/medium/low)

Images for required VTS:

Image 1.2 France, unknown. The Hunt of the Unicorn. VII, The Unicorn in Captivity. c. 1500. Silk, wool, silver and silver-gilt threads, 145 x 99 in. The Metropolitan Museum of Art, Gift of John D. Rockefeller, Jr., The Cloisters Collection, 1937. (37.80.6) Photograph © 1988 The Metropolitan Museum of Art.
Image 2.1 Mary Cassatt. Alexander Cassatt and His Son Robert. 1884-85. Oil on canvas, 39 x 32 in. Philadelphia Museum of Art: Purchased with the W.P. Wilstach Fund and Funds contributed by Mrs. William Coxe Wright.
Image 2.2 William Frank Gentile. Sandinista Policeman with his family, Managua. 1988. Color photograph. Collection of the artist. © William Frank Gentile.
Image 3.1 W.H. Brown. Bareback Riders. 1886. Oil on cardboard mounted on wood, 18 1/2 x 24 1/2 in. National Gallery of Art, Washington, DC. Gift of Edgar William and Bernice Chrysler Garbisch. © 2000 Board of Trustees, National Gallery of Art, Washington DC.
Image 3.2 Pierre Auguste Renoir. Acrobats at the Cirque Fernando (Francisca and Angelina Wartenberg). 1879. Oil on canvas, 51 4/5 x 39 1/5 in. The Art Institute of Chicago. Potter Palmer Collection, 1922.440. © 2000 The Art Institute of Chicago. All Rights Reserved.
Image 4.1 William H. Johnson. Soapbox Racing. c. 1939-40. Tempera, pen and ink on paper, 14 1/8 x 17 7/8 in. National Museum of American Art, Smithsonian Institution, Washington DC. Photo: National Museum of American Art, Washington, DC/Art Resource, NY.

2.) Art Helps Us Organize Ourselves in Sharing the Planet.

October/November/December 8 -10 Class Sessions

Themes and Concepts
EU EQ

Georgia Performance Standards in the Visual Arts for Unit 2
VA2MC.1 Engages in the creative process to generate and visualize ideas.

VA2MC.2 Formulates personal responses.

VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA2CU.2 Views and discusses selected artworks.

VA2PR.1 Creates artworks based on personal experience and selected themes.

VA2AR.1 Discusses his or her artwork and the artwork of others.

VA2AR.2 Uses a variety of approaches to understand and critique works of art.

VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA2C.2 Develops life skills through the study and production of art.

Suggested Activities and Teacher Prompts
Produce two- and three-dimensional works of art that express feelings and ideas inspired by personal experiences

a tempera painting that communicates their feelings about a special occasion or event such as a fair or a parade
a sculpture of a favorite musical instrument made with found objects
a watercolor painting of a favorite part of the schoolyard
an assemblage in which images and objects from home and school are used to represent special memories

Teacher prompts: “How does your art work reflect your feelings? Which colors could you use to show happiness or excitement?” “Why did you choose to paint this part of the schoolyard?”
Explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work

explain how repeated lines and shapes are used to depict the texture of snake, lizard, leopard, or dinosaur skin
classify images on a topic, and, focusing on a dominant element, use the images to explain that there are many different ways of approaching the same subject

Teacher prompts: “What did you do in your drawing to help people understand what you mean or what you are thinking here?” “What kinds of shapes do you see? How can you use some of these shapes to make a collage that depicts the music, a musical instrument, and the mood of the music?”
Demonstrate an awareness of signs and symbols encountered in their daily lives and in works of art

green is associated with nature and sometimes with envy or illness in the West
red is associated with stopping [traffic lights]in the West, luck in China, success in Cherokee culture, mourning in South Africa

Teacher prompts: “What are some examples of special colors used for different festivals?” “Does our school have its own colors or a symbol? Why do you think the school chose those colors or that symbol?”

Ongoing throughout the year

The following skills are introduced to support artistic development, creative thinking, and meaning making in alignment with this unit’s theme and not as ends-in-themselves:

Students make pinch forms (pinch pots, pinch pot animals).
Students show actual texture in their ceramic artwork.
Use tools to create textures and patterns clay.
Texture can be seen as well as touched. Differentiates textures by sight and by touch.
Names a variety of textures (smooth, rough, hard, soft, bumpy, etc.)
Use a variety of materials to create a texture.
Forms have three dimensions: height, width and depth.
Forms have many sides and occupy space.
Use clay techniques to create forms (modeling, rolling, pinching).
Identify positive and negative space
Space can be enclosed, empty, filled or crowded.

Assessment

Student self-assessment in visual/verbal journal

Teacher assessment: Studio Habits of Mind rubric (high/medium/low)

Images for required VTS:

Image 4.2 Francisco Jose de Goya y Lucientes. The Seesaw. 1791-92. Oil on canvas, 32 7/16 x 64 1/4 in. Philadelphia Museum of Art: Given by Anna Warren Ingersoll.
Image 5.1 Attributed to Su Hanchen. Children Playing with a Balance Toy. 12th cent. Square album leaf; ink and color on silk, 8 7/8 x 9 13/16 in. Museum of Fine Arts, Boston. John Ware Willard Fund, 1956. Courtesy, Museum of Fine Arts, Boston. Reproduced with
permission. © 2000 Museum of Fine Arts, Boston.
Image 5.2 India, unknown. Musical Mode Todi (Todi Ragini) from a “Ragamala (Garland of Musical Modes)”. c. 1760. Opaque watercolor on paper, 7 1/8 x 4 3/4 in. Museum of Fine Arts, Boston. Gift of John Goelet. Courtesy, Museum of Fine Arts, Boston.
Reproduced with permission. © 2000 Museum of Fine Arts, Boston.
Image 6.1 China, unknown. Sorting of the Cocoons. Book of the Silk Industry. Qing Dynasty, early 19th cent. Ms. 202, f.6. Bibliotheque Municipale, Poitiers, France. Photo: Giraudon/Art Resource, NY.

Recommended Artists/Artworks:
Recommended Resources:
Advanced students:

3.) Art Helps Us Understand Where We Are in Time and Place.

January/February/March 8 -10 Class Sessions

THEMES/CONCEPTS
Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Georgia Performance Standards in the Visual Arts for Unit 3
VA2MC.1 Engages in the creative process to generate and visualize ideas.

VA2MC.2 Formulates personal responses.

VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA2CU.1 Identifies artists as creative thinkers who make art and share their ideas.

VA2CU.2 Views and discusses selected artworks.

VA2PR.1 Creates artworks based on personal experience and selected themes.

VA2AR.1 Discusses his or her artwork and the artwork of others.

VA2AR.2 Uses a variety of approaches to understand and critique works of art.

VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA2C.2 Develops life skills through the study and production of art.

Suggested Activities and Teacher Prompts
Use elements of design in art works to communicate ideas, messages, and personal understandings

a pattern of broken, wavy, and zigzag lines to make the bark of a tree look rough in a drawing;
size and arrangement of organic shapes in a painting of flowers to create the impression that the various flowers are at different distances from the viewer

Teacher prompts: “What kinds of lines would you use to show this texture?” “Look carefully at the arrangement of these flowers. How do you have to place them and change their shapes in a painting to show that some of them are closer and some farther away?”
Identify and describe visual art forms that they see in their home, at school, in their community, and in visual arts experiences

illustrations in picture books, designs of various toys, patterns on clothing or other textiles, classroom visits by artists, student displays at their school, visits to galleries

Teacher prompts: “What do you think about having art on display in the classroom?” “Why do people have art in their homes?” “What reaction do you get from others when you display your art works?” “Who is an artist? What do artists do? What everyday objects do they make or design?
Demonstrate an awareness of a variety of works of art from diverse communities, times, and places

iconic architecture they have seen either in pictures or in real life, such as the CNN Tower, the Eiffel Tower, the Taj Mahal; comics from different countries
decorations or patterns on crafts or old artifacts
contemporary and ancient clay sculptures
paintings of family or community events from different cultures or from previous eras

Teacher prompts: “How does the artist show that people in the past played games, had families, and made things that had personal meaning to them?” “What kinds of art have you made to remember a special time, person, or place?” “How can you use some of the ideas that have been used in these objects and images in your own art work?” “How do these art works relate to your own experience and to other works you have studied?”

Ongoing throughout the Year

The following skills are introduced to support artistic development, creative thinking, and meaning making in alignment with this unit’s theme and not as ends-in-themselves:

Continue to reinforce skills introduced during first two units.

Assessment

Student self-assessment in visual/verbal journal

Teacher assessment: Studio Habits of Mind rubric (high/medium/low)

Images for required VTS:

Image 6.2 Pieter Bruegel. The Harvesters. Oil on wood, 46 1/2 x 63 1/4 in. The Metropolitan Museum of Art, Rogers Fund, 1919. (19.164) Photograph © 1998 The Metropolitan Museum of Art.
Image 7.1 Frederic Remington. “Turn Him Loose, Bill”. Oil on canvas, 25 x 33 in. Courtesy of The Anschutz Collection. Photo: William J.
O’Connor.
Image 7.2 Attributed to Big Cloud, Cheyenne (Tsistsistas). Counting Coup. c. 1880. Graphite and colored pencil on ruled paper, 7 11/16 x 12 5/16 in. The Minneapolis Institute of Arts, Gift of Jud and Lisa Dayton.
Image 8.1 Miguel Covarrubais. Three Women Rowing a Boat on Lake Patzcuaro. 1930s. Gouache on paper. Philadelphia Museum of Art: Anonymous Gift.
Image 8.2 Winslow Homer. The Turtle Pound. 1898. Watercolor over pencil, 14 15/16 x 21 3/8 in. Brooklyn Museum
of Art, Sustaining Membership Fund; A.T. White Memorial Fund; Augustus Healy Fund 23.98.
Image 9.1 Micius Stephane. Sunday Morning Relaxation. 20th cent. The Detroit Institute of Arts, Detroit. Gift of Mr. and Mrs. Marvin Barasch. Photograph © 1988 The Detroit Institute of Arts.

Recommended Artists/Artworks:
Recommended Resources:
Advanced students:

4.) Art Helps Us Understand Who We Are. (Culminating Project)

March/April/May 8 -10 Class Sessions

Themes/Concepts
Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher

Georgia Performance Standards in the Visual Arts for Unit 4
VA2MC.1 Engages in the creative process to generate and visualize ideas.

VA2MC.2 Formulates personal responses.

VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA2CU.2 Views and discusses selected artworks.

VA2PR.1 Creates artworks based on personal experience and selected themes.

VA2PR.4 Participates in appropriate exhibition(s) of artworks.

VA2AR.1 Discusses his or her artwork and the artwork of others.

VA2AR.2 Uses a variety of approaches to understand and critique works of art.

VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA2C.2 Develops life skills through the study and production of art.

VTS Writing Post-Test (required)

Image 1.1 Edward Hicks. The Peaceable Kingdom. c. 1840-45. Oil on canvas, 18 x 24 1/8

in. Brooklyn Museum of Art, Dick S. Ramsay Fund
Culminating Project (required)
A Street in My Neighborhood; details forthcoming
See Culminating Project Packet for Recommended Resources and Artists

Images for required VTS:

Image 9.2 Berthe Morisot. Interior at the Isle of Wight. 1875. Private Collection, Paris, France. Photo: Giraudon/Art Resource, NY.
Image 10.1 Li Lin. Polo Game. 1635. Handscroll; watercolor on silk, 11 1/16 x 36 1/16 in. Victoria and Albert Museum, London, Great Britain. Photo: Victoria & Albert Museum, London/Art Resource, NY.
Image 10.2 Franz Marc. Die grossen blauen Pferde (The Large Blue Horses). 1911. Oil on canvas, 41 5/8 x 71 5/16 in. Collection Walker Art Center, Gift of the T.B. Walker Foundation, Gilbert M. Walker Fund, 1942.

Interdisciplinary Connections by GPS

Math GPS

Shapes: 2-D & 3-D; Space & Overlapping

M1G1 Students will study and create various two and three-dimensional figures and identify basic figures (squares, circles, triangles, and rectangles) within them.

Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons.
b. Build, represent, name, and describe cylinders, cones, and rectangular prisms (objects that have the shape of a box).
c. Create pictures and designs using shapes, including overlapping shapes.

Science GPS

Science GPS

Observing the World

S1CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.

Drawing from Observation

S1CS5 Students will communicate scientific ideas and activities clearly.

b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described.
c. Use simple pictographs and bar graphs to communicate data.
Art & Nature (Weather)

S1E1 Students will observe, measure, and communicate weather data to see patterns in weather and climate.

a. Identify different types of weather and the characteristics of each type.

Nature in Art (Plants & Animals)

S1L1 Students will investigate the characteristics and basic needs of plants and animals.
c. Identify the parts of a plant—root, stem, leaf, and flower.
d. Compare and describe various animals—appearance, motion, growth, basic needs.
Light & Shadow in Art

S1P1 Students will investigate light and sound.

Recognize sources of light.
b. Explain how shadows are made.

Social Studies GPS

Appreciating Ourselves and Others

SS1CG1 The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.
Patriotic Symbols

SS1CG2 The student will explain the meaning of the patriotic words to America (My Country 'Tis of Thee) and America the Beautiful.

SS1G1 The student will describe the cultural and geographic systems associated with the historical figures in SS1H1a.
Appreciating Nature (Landscapes)

SS1G3 The student will locate major topographical features of the earth’s surface.
c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
Historical Portraits

The student will read about and describe the life of historical figures in American history.

a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

SS1H2 The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.

Language Arts GPS

Looking At & Talking About Works of Art

ELA1LSV1 The student uses oral and visual strategies to communicate. The student

a. Follows three-part oral directions.
b. Recalls information presented orally.
c. Responds appropriately to orally presented questions.
d. Increases vocabulary to reflect a growing range of interests and knowledge.
e. Communicates effectively when relating experiences and retelling stories read, heard, or viewed.
f. Uses complete sentences when speaking.
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student

Elements:

a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g., beginning middle- end, setting, characters, problems, events, resolution) of a read-aloud or independently read text.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text read or heard.
k. Begins to use dictionary and glossary skills to determine word meanings.
l. Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts.

Creating Illustrations & Narrative Artwork

ELA1W1 The student begins to demonstrate competency in the writing process. The student

a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.

ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.

Elements:

Critical Component: The student produces a narrative that:
a. Begins to capture a reader's interest by writing a personal story.
b. Begins to maintain a focus.
c. Adds details to expand a story.
d. Begins to use organizational structures ( beginning, middle, end, and sequence of events) and strategies (transition words and time cue words).
e. Begins to develop characters and setting through dialogue and descriptive adjectives.
f. Begins to develop a sense of closure.
Critical Component: The student produces informational writing that:

a. Begins to capture a reader's interest.
b. Stays on one topic and begins to maintain a focus.
c. Add details to expand a topic.
d. Begins to use organizational structures (steps, chronological order) and strategies (description).

Kindergarten Visual Art

In Progress

Culminating Project: A Journey in a Vehicle (Movement0
Images for VTS:
AUGUST

Image 1.1 Pablo Picasso. Child with a Dove. 1901. Oil on canvas, 28 3/4 x 21 1/4 in. On

Picasso/Artists Rights Society (ARS), New York.

Image 1.2 Mary Cassatt. Mother and Child. c. 1890. Oil on canvas. The Roland P.

Murdock Collection, Wichita Art Museum, Wichita, Kansas

SEPTEMBER

Image 2.2 Francois Gerard. The Miniaturist Jean-Baptiste Isabey with his Daughter. Oil

on canvas, 76 5/8 x 51 1/4 in. Louvre, Paris, France. Photo: Scala/Art Resource, NY.

Image 3.1 Paul Manship. Group of Bears. 1939. Bronze, 33 1/2 x 27 x 19 in. From the

OCTOBER

Image 3.2 Matsumura Keibun, Okamoto Toyohiko and Azuma Toyo. Bat, Deer and Pine.

19th cent. Two-panel folding screen; ink and light color paper, 72 x 65 5/16 in. Fenollosa-

Weld Collection, 1911. Courtesy, Museum of Fine Arts, Boston. Reproduced with

Image 4.1 Gustave Baumann. Plum and Peach Blossom. 1915. Color woodcut, 19 13/16 x

26 11/16 in. Smithsonian American Art Museum.

NOVEMBER

Image 4.2 Edvard Munch. Springtime on the Karl Johann Street. Foundation Rasmus

Museum/The Munch- Ellingsen Group/Artists Rights Society (ARS), New York.

Image 5.1 William H. Johnson. Boy’s Sunday Trip. 1939-42. Tempera and ink on paper, 14

1/4 x 17 7/8 in. Smithsonian American Art Museum, Gift of the Harmon Foundation.

DECEMBER

Image 5.2 Ambrogio Lorenzetti. Effects of Good Government in the City, detail of shops.

Palazzo Pubblico, Siena, Italy. Photo: Scala/Art Resource, NY.

Image 6.1 Camille Pissarro. In the Garden. Oil on canvas. National Gallery, Prague,

Czech Republic.

Photo: Giraudon/Art Resource, NY.

JANUARY

Image 6.2 Paul D’Amato. Girl Reaching for Rose, Boston. 1986. Ektacolor print, 23 x 35 in.

Image 7.1 Probably by Mirza Ali. Hawking Party. About 1775. Gold, silver and opaque

watercolor on paper, 18 7/8 x 12 15/16 in. Francis Bartlett Donation and Picture Fund,

FEBRUARY

Image 7.2 India, unknown. Dhanashri Ragini. c. 1790 or earlier. Opaque watercolor and

gold on paper, 8 x 5 in. Brooklyn Museum of Art, Anonymous Gift 80.277.9.

Image 8.1 Henri Rousseau. The Carriage of Pere Junier. 1908. Oil on canvas, 32 3/16 x 50

11/16 in. Musée de l’Orangerie, Paris, France. Photo: Erich Lessing/Art Resource, NY.

MARCH

Image 8.2 Paul Gauguin. The Swineherd. 1888. Oil on canvas, 28 3/4 x 36 5/8 in. Los

Angeles County Museum of Art, Gift of Lucille Ellis Simon and family in honor of the

Associates/LACMA.

Image 9.1 Winslow Homer. The Bridle Path, White Mountains. 1868. Oil on canvas, 24

Sterling and Francine Clark Art Institute, Williamstown, Massachusetts.

APRIL

Image 9.2 Horace Pippin. Holy Mountain III. 1945. Oil on canvas, 25 1/4 x 30 1/4 in.

Hirschhorn Museum and Sculpture Garden, Smithsonian Institution, Gift of Joseph H.

Hirschhorn, 1966. Photo: Lee Stalsworth.

Image 10.1 Frida Kahlo. Self-Portrait with Monkey. 1938. Oil on Masonite, 16 x 12 in.

Collection Albright-Knox Art Gallery, Buffalo, New York. Bequest of A. Conger

Goodyear, 1966.

MAY

Image 10.2 China, unknown. Chinese Civilization: Women’s occupations. Bernisches

Historisches Museum, Bern, Switzerland. Photo: SEF/Art Resource, NY.

Plus image of teacher’s choice

Interdisciplinary Connections

Math GPS

Shapes

MKG1 Students will correctly name simple two and three dimensional figures, and recognize them in the environment.

a. Recognize and name the following basic two-dimensional figures: triangles, rectangles, squares, and circles.
b. Recognize and name the following three-dimensional figures: spheres (balls) and cubes.
c. Observe concrete objects in the environment and represent the objects using basic shapes, such as drawing a representation of a house using a square together with a triangle for the roof.
d. Combine basic shapes into basic and more complicated shapes, and will decompose basic shapes into combinations of basic shapes.

Space & Overlapping Shapes

MKG2 Students will understand basic spatial relationships.

a. Identify when an object is beside another object, above another object, or below another object.
b. Identify when an object is in front of another object, behind another object, inside another object, or outside it.

Patterns

MKG3 Students will identify, create, extend, and transfer patterns from one representation to another using actions, objects, and geometric shapes.

a. Identify a missing shape within a given pattern of geometric shapes.
b. Extend a given pattern, and recognize similarities (such as color, shape, texture, or number) in different patterns.

Social Studies GPS

Community Helpers

SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher).

Family Celebrations

SSKG1 The student will describe American culture by explaining diverse community and family celebrations and customs.

Holidays

SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated.

a. Labor Day
b. Columbus Day (Christopher Columbus)
c. Veterans Day
d. Thanksgiving Day
e. Martin Luther King, Jr. Day
f. Presidents Day (George Washington, Abraham Lincoln, and the current President)
g. Memorial Day
h. Flag Day
i. Independence Day

Symbols of America

SSKH2 The student will identify important American symbols and explain their meaning.

a. The national and state flags (United States and Georgia flags)
b. The bald eagle
c. The Statue of Liberty
d. Lincoln Memorial
e. Washington Monument
f. White House
Depicting Time in Art

SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change.

a. Now, long ago
c. Morning, afternoon, night
g. Past, present, future

Science GPS

Drawing from Observation

SKCS5 Students will communicate scientific ideas and activities clearly.

a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
b. Begin to draw pictures that portray features of the thing being described.
SKCS6 Students will understand the important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:
c. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (classroom pets).
Art Inspired By Nature (Day & Night in Works of Art)

SKE1 Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky.

a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day.
b. Classify objects according to those seen in the day sky and those seen in the night sky.
c. Recognize that the Sun supplies heat and light to the Earth.
Working with Clay

SKE2 Students will describe the physical attributes of rocks and soils.

a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc.
b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size.
c. Recognize earth materials— soil, rocks, water, air, etc.
Art Inspired By Nature (Animals & Plants)

SKL2 Students will compare the similarities and differences in groups of organisms.

a. Explain the similarities and differences in animals (color, size, appearance, etc.).
b. Explain the similarities and differences in plants (color, size, appearance, etc.).
c. Recognize the similarities and differences between a parent and a baby.
d. Match pictures of animal parents and their offspring explaining your reasoning (for example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.).
e. Recognize that you are similar to and different from other students (senses, appearance).
Teacher note: Be sensitive to the fact that some children have parents who are not their biological parents.
Textures in Art

SKP1 Students will describe objects in terms of the materials they are made of and their physical properties.

a. Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.).
b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).

Language Arts GPS

Looking At & Talking About Works of Art

ELAKR1 The student demonstrates knowledge of concepts of print. The student

a. Recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade.

Creating Illustrations & Narrative Artwork

ELAKR6 The student gains meaning from orally presented text. The student

b. Makes predictions from pictures and titles.
c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text.
d. Begins to distinguish fact from fiction in a read-aloud text.
e. Retells familiar events and stories to include beginning, middle, and end.
f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.
g. Connects life experiences to read-aloud text.
h. Retells important facts in the student’s own words.
ELAKW2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.

Critical Component: The student produces a narrative that:

a. Involves one event.
b. Uses drawings, letters, and phonetically spelled words to describe a personal experience.

ART Learning Plan

Kindergarten

Cynthia Campbell

Lesson Focus:			Week Start:		# Sessions:
Media		Strategies	Evaluation	Vocabulary	Materials
Assemblage		Teacher Directed	Art Work
Clay		Student Directed	Class Participation
Collage		Group Work	Oral Response
Drawing		Visual Resources	Rubric
Multi-Media		Text	Test
Painting		Discussion	Written Work
Printmaking		Demonstration	Home Work
Sculpture		Production
Textile		Interrelated
Essential Question:
X	GPS	Description
	VAKMC.1	Engages in the creative process to generate and visualize ideas.
	VAKMC.2	Formulates personal responses.
	VAKMC.3	Selects and uses subject matter, symbols, and/or ideas to communicate meaning.
	VAKCU.1	Identifies artists and offers ideas about what art is and who artists are.
	VAKCU.2	Views and discusses selected artworks.
	VAKPR.1	Creates artworks based on personal experience and selected themes.
	VAKPR.2	Understands and applies media, techniques, and processes of two-dimensional works of art (e.g., drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills.
	VAKPR.3	Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
	VAKPR.4	Participates in appropriate exhibition(s) of artworks.
	VAKAR.1	Discusses his or her own artwork and the artwork of others.
	VAKAR.2	Utilizes a variety of approaches to understand and critique works of art.
	VAKC.1	Applies information from other disciplines to enhance the understanding and production of artworks.
	VAKC.2	Develops life skills through the study and production of art.

Procedures:

ART Learning Plan

Grade 1

Cynthia Campbell

Lesson Focus:			Week Start:		# Sessions:
Media		Strategies	Evaluation	Vocabulary	Materials
Assemblage		Teacher Directed	Art Work
Clay		Student Directed	Class Participation
Collage		Group Work	Oral Response
Drawing		Visual Resources	Rubric
Multi-Media		Text	Test
Painting		Discussion	Written Work
Printmaking		Demonstration	Home Work
Sculpture		Production
Textile		Interrelated
Essential Question:
X	GPS	Description
	VA1MC.1	Engages in the creative process to generate and visualize ideas.
	VA1MC.2	Formulates personal responses.
	VA1MC.3	Selects and uses subject matter, symbols, and/or ideas to communicate meaning.
	VA1CU.1	Identifies artists as creative thinkers who make art and share ideas.
	VA1CU.2	Views and discusses selected artworks.
	VA1PR.1	Creates artworks based on personal experience and selected themes.
	VA1PR.2	Understands and applies media, techniques, and processes of two-dimensional works of art (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills..
	VA1PR.3	Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
	VA1PR.4	Participates in appropriate exhibition(s) of artworks.
	VA1AR.1	Discusses his or her artwork and the artwork of others.
	VA1AR.2	Uses a variety of approaches to understand and critique works of art.
	VA1C.1	Applies information from other disciplines to enhance the understanding and production of artworks.
	VA1C.2	Develops life skills through the study and production of art.

Procedures:

ART Learning Plan

Grade 2

Cynthia Campbell

Lesson Focus:			Week Start:		# Sessions:
Media		Strategies	Evaluation	Vocabulary	Materials
Assemblage		Teacher Directed	Art Work
Clay		Student Directed	Class Participation
Collage		Group Work	Oral Response
Drawing		Visual Resources	Rubric
Multi-Media		Text	Test
Painting		Discussion	Written Work
Printmaking		Demonstration	Home Work
Sculpture		Production
Textile		Interrelated
Essential Question:
X	GPS	Description
	VA2MC.1	Engages in the creative process to generate and visualize ideas.
	VA2MC.2	Formulates personal responses.
	VA2MC.3	Selects and uses subject matter, symbols, and/or ideas to communicate meaning.
	VA2CU.1	Identifies artists as creative thinkers who make art and share ideas.
	VA2CU.2	Views and discusses selected artworks.
	VA2PR.1	Creates artworks based on personal experience and selected themes.
	VA2PR.2	Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
	VA2PR.3	Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
	VA2PR.4	Participates in appropriate exhibition(s) of artworks.
	VA2AR.1	Discusses his or her artwork and the artwork of others.
	VA2AR.2	Uses a variety of approaches to understand and critique works of art.
	VA2C.1	Applies information from other disciplines to enhance the understanding and production of artworks.
	VA2C.2	Develops life skills through the study and production of art.

Procedures:

ART Learning Plan

Grade 3

Cynthia Campbell

Lesson Focus:			Week Start:		# Sessions:
Media		Strategies	Evaluation	Vocabulary	Materials
Assemblage		Teacher Directed	Art Work
Clay		Student Directed	Class Participation
Collage		Group Work	Oral Response
Drawing		Visual Resources	Rubric
Multi-Media		Text	Test
Painting		Discussion	Written Work
Printmaking		Demonstration	Home Work
Sculpture		Production
Textile		Interrelated
Essential Question:
X	GPS	Description
	VA3MC.1	Engages in the creative process to generate and visualize ideas.
	VA3MC.2	Formulates personal responses.
	VA3MC.3	Selects and uses subject matter, symbols, and/or ideas to communicate meaning.
	VA3CU.1	Identifies artists as creative thinkers who make art and share ideas.
	VA3CU.2	Views and discusses selected artworks.
	VA3PR.1	Creates artworks based on personal experience and selected themes.
	VA3PR.2	Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
	VA3PR.3	Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
	VA3PR.4	Participates in appropriate exhibition(s) of artworks.
	VA3AR.1	Discusses his or her artwork and the artwork of others.
	VA3AR.2	Uses a variety of approaches to understand and critique works of art.
	VA3C.1	Applies information from other disciplines to enhance the understanding and production of artworks.
	VA3C.2	Develops life skills through the study and production of art.

Procedures:

ART Learning Plan

Grade 4

Cynthia Campbell

Lesson Focus:			Week Start:		# Sessions:
Media		Strategies	Evaluation	Vocabulary	Materials
Assemblage		Teacher Directed	Art Work
Clay		Student Directed	Class Participation
Collage		Group Work	Oral Response
Drawing		Visual Resources	Rubric
Multi-Media		Text	Test
Painting		Discussion	Written Work
Printmaking		Demonstration	Home Work
Sculpture		Production
Textile		Interrelated
Essential Question:
X	GPS	Description
	VA4MC.1	Engages in the creative process to generate and visualize ideas.
	VA4MC.2	Formulates personal responses to visual imagery.
	VA4MC.3	Selects and uses subject matter, symbols, and/or ideas to communicate meaning.
	VA4CU.1	Investigates and discovers the personal relationship of artist to the community, the culture, and world through making and studying art.
	VA4CU.2	Views and discusses selected artworks.
	VA4PR.1	Creates artworks based on personal experience and selected themes.
	VA4PR.2	Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
	VA4PR.3	Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
	VA4PR.4	Participates in appropriate exhibition(s) of artworks.
	VA4AR.1	Develops and maintains an individual portfolio of artworks.
	VA4AR.2	Uses a variety of approaches to understand and critique works of art.
	VA4AR.3	Explains how selected elements and principles of design are used in an artwork to convey meaning and how they affect personal responses to and evaluation of the artwork.
	VA4C.1	Applies information from other disciplines to enhance the understanding and production of artworks.
	VA4C.2	Develops life skills through the study and production of art.

Procedures:
ART Learning Plan

Grade 5

Cynthia Campbell

Lesson Focus:			Week Start:		# Sessions:
Media		Strategies	Evaluation	Vocabulary	Materials
Assemblage		Teacher Directed	Art Work
Clay		Student Directed	Class Participation
Collage		Group Work	Oral Response
Drawing		Visual Resources	Rubric
Multi-Media		Text	Test
Painting		Discussion	Written Work
Printmaking		Demonstration	Home Work
Sculpture		Production
Textile		Interrelated
Essential Question:
X	GPS	Description
	VA5MC.1	Engages in the creative process to generate and visualize ideas.
	VA5MC.2	Formulates personal responses to visual imagery.
	VA5MC.3	Selects and uses subject matter, symbols, and/or ideas to communicate meaning.
	VA5CU.1	Investigates and discovers the personal relationship of artist to the community, the culture, and world through making and studying art.
	VA5CU.2	Views and discusses selected artworks.
	VA5PR.1	Creates artworks based on personal experience and selected themes.
	VA5PR.2	Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
	VA5PR.3	Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
	VA5PR.4	Participates in appropriate exhibition(s) of artworks.
	VA5AR.1	Develops and maintains an individual portfolio of artworks.
	VA5AR.2	Uses a variety of approaches to understand and critique works of art.
	VA5AR.3	Explains how selected principles of design are used in an artwork to convey meaning and how they affect personal responses to and evaluation of the artwork.
	VA5C.1	Applies information and processes from other disciplines to enhance the understanding and production of artworks.
	VA5C.2	Develops life skills through the study and production of art.

Procedures:

1 Studio Thinking: The Real Benefits of Art Education by Lois Hetland et.al.

2 Derived from the work of O. Gude, R. Veon and others.

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